Local special education administrators’ understanding of inclusive education in China
ARTICLE
Meng Deng, Ling Guo
International Journal of Educational Development Volume 27, Number 6 ISSN 0738-0593 Publisher: Elsevier Ltd
Abstract
China's inclusive education initiative began in mid-1980s under the name of “Learning in Regular Classrooms”. The purpose of this research is to examine how Chinese Local Special Education Administrators understand the ideology of inclusive education and LRC model by using a qualitative investigation. The results indicate that the Chinese inclusion is driven by pragmatic needs to enroll more children with disabilities who were denied education into schools, and LRC has been practiced in a different social and cultural context from inclusive education initiative in the West. The authors conclude that China should make generalised changes in the whole education system and society to bring greater opportunities to those with disabilities.
Citation
Deng, M. & Guo, L. Local special education administrators’ understanding of inclusive education in China. International Journal of Educational Development, 27(6), 697-707. Elsevier Ltd. Retrieved August 9, 2024 from https://www.learntechlib.org/p/196274/.
This record was imported from
International Journal of Educational Development
on January 28, 2019.
International Journal of Educational Development is a publication of Elsevier.
